Certainly, as we turn to online reading, the physiology of the reading process itself shifts; we don’t read the same way online as we do on paper. Anne Mangen, a professor at the National Centre for Reading Education and Research at the University of Stavanger, in Norway, points out that reading is always an interaction between a person and a technology, be it a computer or an e-reader or even a bound book.

This infographic, byt Mia MacMeekin, looks at personalized learning and the three areas below. In each area the question is also "How can curriculum design address personalized learning?"

What are the three areas?

* What is personalized learning

* How to personalize learning

* Examples of personalized learning

In each of these areas she also looks at the How, What, When, Where, and Why, providing key words or phrases that help you dig a little deeper into the subject.

Mia MacMeekin has provided an infographic that you could share with others in your building. Today we are asked to personalize curriculum, but support is not always available. This visual will help you better understand some key concepts, and provide you with ideas on how you might move forward.

When so many new technologies promise to transform education - what role is left to the teacher? Why is the teacher still important? This powerful clip effectively presents compelling arguments for the importance of teaching students in a 'social' classroom setting - with reference to 'how' students learn; making the best of all types of tools to aid what goes on 'in the student's head'.

Let’s take a look at sample projects and some of the hottest apps for showing, explaining, and retelling. These tools can turn students into teachers and are great for sharing their answers to a project’s driving question.

This infographic looks at Bloom's Taxonomy (the original version)and the cognitive dimensions and also looks at the Depth of Knowledge which focuses on the "cognitive demands (thinking process) of instruction, tasks, and/or assessments."

In the second visual the Revised Bloom's Taxonomy is in the center and Webb's Depth of Knowledge is the outer circle, providing a visual view of how the two may work together. The infographic is also available to download as a pdf on the website.

Common Core tests use Webb's Depth of Knowledge for the four levels, which are designed to increase rigor. This visual may help increase your understanding on how Webb's DOK moves beyond the verbs of Bloom's (which focus on the level of thinking) beyond the "what" to the "how" of thinking(as seen in the levels of DOK).

This issue of the UKED magazine has one article that you should check out. They surveyed teachers and asked ideas they had found on Twitter and implemented in their classroom. The top 25 are shared in this article, and many include a link to additional resources. There are many that you will know, but there are a few that were new to me (at least, the acronyms the used were). Below is a list of five of the ideas, which they refer to as pedagogies. Check out the link to see a larger version of the image above as well as additional information on each.(And this article starts on page 19 in the magazine.)

Here is a great idea to provide differentiation in homework. The Heat-ometer provides four levels, from mild (not shown in the image above) to medium (also not shown) to hot and extra hot. each level is more complex than the previous level, and 3 options are provided for each level.

The designer of this image also provides links to the original design, which is located at Take Away Homework.

Finding great educational videos takes time...so I am always excited when I find a list of suggested video. Jackie Gerstein shares her top 11. They range from just over three minutes to about seventeen minutes. Below is a list of the videos.

* Malala Yousuf Nobel Prize Speech

* Carol Dweck: The Power of Believing You Can Improve

* Sir Ken Robinson: Can Creativity Be Taught

* President Obama on the Whitehouse Maker Faire

* Toxic Culture of Education: Joshua Katz

* The necessity of the student voice | Catherine Zhang

* Rethinking Learning in the Digital Age – Mitchel Resnick

* If I Knew Then: A Letter to Me on My First Day Teaching

* Kid President Throws a Surprise Party for a Retiring Teacher

* Erzah French: Sportskid of the Year

* Malcolm Mitchell Book Club

You will find brief descriptions for most of these videos and I suspect that many will choose to watch all of them over a period of time. You may find one or two that would be great to share at a faculty meeting.

A four-year-old asks on average about 400 questions per day, and an adult hardly asks any. Our school system is structured around rewards for regurgitating the right answer, and not asking smart questions – in fact, it discourages asking questions. With the result that as we grow older, we stop asking questions. Yet asking good questions is essential to find and develop solutions, and an important skill in innovation, strategy, and leadership. So why do we stop asking questions – and more importantly, why don’t we train each other, and our future leaders, to ask the right questions starting from early on?"

A four-year-old asks, on average, 400 questions a day. By the time he or she reaches adulthood, they will ask very few per day. Speaking as someone who’s probably never going to grow up, allow me to emphasize that:

Anything that gives students a chance to ask their own questions is a good idea in my opinion. When the questions invoke critical thinking, it's a double bonus! Also, writing these questions on any pre-made box would work. No need to be crafty with scissors and tape.

Coaches do not spend most of their time lecturing or even “front-loading.” Coaches give players opportunities to practice and apply skills in a contextually appropriate situation, providing just-in-time feedback, asking targeted and specific questions, clarifying what is happening, and providing information relevant to what is happening at specific moments.

"Students are hungry for learning that matters. Project based learning has students involved in explaining their answers to real-life questions or challenges. A project's driving question or challenge is so deep that it requires students to create an end product and share their conclusions with others. Instead of traditional projects that come at the end of a unit of study, project-based learning has the project introduced at the beginning of the unit. The project gives students a reason for learning the content and a venue for practicing 21st century skills."

How can we get our students more engaged in the classroom? Teaching them to investigate authentic problems provides them with opportunities to ask questions that will lead to solutions (and failures) but that will also engage them. In this post Tony Vincent shares steps in how to have your students engage in investigating authentic questions.

Each section is chock full of resources. This is a great resource to help you launch students into investigating authentic problems. He also notes that he will publish Part 3, Creating Products to Show and Share in the future. I will be looking forward to reading (and in all likelihood sharing) that post once it is published.

Check out this new infographic from Mia MacMeekin that provides 27 tips on ways you might work with students who are not paying attention. Some of these suggestions may be new to you. Consider sharing this with teachers at your school and beyond!

This video, from PBS, explores curiosity. What makes one curious? Listen to a number of people describe why people may be curious. This video is inspiring and may lead some students in your class to think of curiosity and science in a new way.

Some rules are good...others not so. good. This post looks at 18 rules that are often found in classrooms, and suggests that they impede learning and personal development. Several are listed below.

* Every good essay has five paragraphs and a thesis statement.

* Grades reflect how "good" you are at a subject.

* Highlight or underline important points while studying.

* To master a skill, practice each part of it over and over again.

* If you're not good at school, you're not good at learning.

Each of these is discussed in the post and many contain links to additional information. Our understanding of how the brain works is changing dramatically.This post helps to point out some of the new research and may impact how you have students do work in your classroom.

"This morning I was thinking about the things that all young people should know how to do regardless of income, geographical location, life goals, etc. I started a list – see below. Some have “always” been true – some are unique to this century of learning. Let me know of any other universal skills you believe young people should know how to do."

What do young people need to know? Jackie Gerstein provides a great visual as well as a list of 18 ideas, and each has a link for additional information. She also requests that you send her additional ideas.

After you review the list you might consider how many of these skills are taught in your school, or consider which should be taught in school. Five of her ideas are below. Click through to the post for the rest.

* How to be a self-directed learner – finding and using resources (both face-to-face and online) to learn and improve personal interests

"Most of the time, it’s nothing more than an innocent effort to save face. Our brain will tell us we’re smarter and better looking than everyone else, and that any fault brought to our attention should probably be blamed on someone else..."

Do you know that your brain may sabotage you? This posts looks at sixteen ways the brain may set "traps" that lead us astray. Additional resources are also listed in many of these "traps."

* Equating Knowing With Learning.It takes time for us to really "learn" something, which means we need to review this new information so we can move it from short-term storage to long-term storage.

* Being Biased Towards Ourselves. If you bomb a test or assignment do you tend to base blame on others? This is one example of being biased toward ourselves. We blame the book, teacher...the list could go on.

* Making Us Think We Can Multi-task. What happens when you multi-task? Your brain is quickly switching back and forth between multiple task your brain becomes overloaded and cannot perform at full capacity.

To read more about these three items, and learn about the other 13 ways your brain may try to trick you click through to the post.

* Did you know that Secretary of State Arne Duncan has said that the majority of students will be minority students this school year?

* Did you know that the amount of homework assigned weekly be teachers varies from 2.9 hours in grades K-5 to 3.2 in grades 6-8 and 3.9 in grades 9 - 12?

Additional information in this infographic looks at the percentage of students engaged in after school activities; the percentage of students with a television, computer or other electronic device in their bedroom; the average hours of sleep lost by adolescents (based on their biological clock; percentage of overweight students (ages 10 - 17) and more.

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